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| Titre : |
The impact of teaching metadiscourse markers on learners’writing : A case study of third-year students at constantine university1 |
| Type de document : |
texte imprimé |
| Auteurs : |
Nasreddine Kerriche, Auteur ; Ahmed Moumene, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2013 |
| Importance : |
115 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie électronique PDF disponible en BUC. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language sciences Teaching Metadiscourse Writing |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present study aims at describing and investigating the impact of metadiscourse
markers on developing students' writing ability. The aim then, is to determine whether the
students 'writing ability would be improved when teachers raise the awareness of learners
about metadiscourse markers and how to use them appropriately when they write. To reach
such an aim, firstly, based on my own experience as a student at the department of English
at this University of which we get insights about the approach(es) and techniques used in
EFL teaching writing. Furthermore, we have carried out an experimental study at the
English Department in the same university with thirty-three third-year students during the
academic year 2013 / 2014. All the participants have been randomly selected and assigned
into two groups (the experimental and the control group). The students have been firstly
pre-tested through essay writing to know their writing ability prior to the beginning of the
experiment. After four weeks of the treatment period, the participants have been posttested
through the same tool: essay writing. Results of the pre-test and the post-test are
analyzed using SPSS. The obtained results have demonstrated that the experimental group
who had some instruction about metadiscourse markers made more improvement than the
control group. Moreover, these results are statistically significant, and consequently are
valid, and on the light of this conclusion the established hypothesis has been corroborated.
This investigation confirmed that the awareness' raising about metadiscourse markers is an
important technique to improve students' writing ability |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5667 |
The impact of teaching metadiscourse markers on learners’writing : A case study of third-year students at constantine university1 [texte imprimé] / Nasreddine Kerriche, Auteur ; Ahmed Moumene, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 115 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language sciences Teaching Metadiscourse Writing |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present study aims at describing and investigating the impact of metadiscourse
markers on developing students' writing ability. The aim then, is to determine whether the
students 'writing ability would be improved when teachers raise the awareness of learners
about metadiscourse markers and how to use them appropriately when they write. To reach
such an aim, firstly, based on my own experience as a student at the department of English
at this University of which we get insights about the approach(es) and techniques used in
EFL teaching writing. Furthermore, we have carried out an experimental study at the
English Department in the same university with thirty-three third-year students during the
academic year 2013 / 2014. All the participants have been randomly selected and assigned
into two groups (the experimental and the control group). The students have been firstly
pre-tested through essay writing to know their writing ability prior to the beginning of the
experiment. After four weeks of the treatment period, the participants have been posttested
through the same tool: essay writing. Results of the pre-test and the post-test are
analyzed using SPSS. The obtained results have demonstrated that the experimental group
who had some instruction about metadiscourse markers made more improvement than the
control group. Moreover, these results are statistically significant, and consequently are
valid, and on the light of this conclusion the established hypothesis has been corroborated.
This investigation confirmed that the awareness' raising about metadiscourse markers is an
important technique to improve students' writing ability |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5667 |
|
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| MSENG130142 | MSENG130142 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
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texte integreAdobe Acrobat PDF | | |
| Titre : |
The impact of using songs on vocabulary acquisition : The case study of third year secondary school learners |
| Type de document : |
texte imprimé |
| Auteurs : |
Soumia. Saidi, Auteur ; Ahmed Moumene, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2012 |
| Importance : |
83 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie électronique PDF disponible en BUC. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Studies Using Songs Vocabulary Acquisition |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Music and Songs in general have the advantage of creating relaxed and enjoyable
atmosphere but also songs contain authentic language, are easily obtainable, provide
vocabulary, grammar and cultural aspects and are fun for the students. They can provide
valuable speaking, listening and language practice in and out of the classroom. This study
investigates the effect of songs on vocabulary acquisition with third year secondary school
learners. It aims at finding out whether the use of songs in teaching vocabulary will be a new
method that helps foreign language learners in studying and acquiring English vocabulary in
an enjoyable and effective way. To achieve such an aim we relied on a questionnaire directed
to the third year secondary school learners, and this questionnaire is to see their competence
in English vocabulary as well as to see their reactions on songs and whether they like them as
a teaching tool. The results obtained reveal that using songs could be an effective tool for
acquiring new vocabulary, it reveals also that learners are interested in using songs in the
classroom as a teaching material, and they confirm that listening to songs help them a lot in
acquiring new vocabulary because for them songs are enjoyable and an easy way for learning
English and they wish their English teachers would use songs as tool in teaching vocabulary
or any other aspect of language |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6870 |
The impact of using songs on vocabulary acquisition : The case study of third year secondary school learners [texte imprimé] / Soumia. Saidi, Auteur ; Ahmed Moumene, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2012 . - 83 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Studies Using Songs Vocabulary Acquisition |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Music and Songs in general have the advantage of creating relaxed and enjoyable
atmosphere but also songs contain authentic language, are easily obtainable, provide
vocabulary, grammar and cultural aspects and are fun for the students. They can provide
valuable speaking, listening and language practice in and out of the classroom. This study
investigates the effect of songs on vocabulary acquisition with third year secondary school
learners. It aims at finding out whether the use of songs in teaching vocabulary will be a new
method that helps foreign language learners in studying and acquiring English vocabulary in
an enjoyable and effective way. To achieve such an aim we relied on a questionnaire directed
to the third year secondary school learners, and this questionnaire is to see their competence
in English vocabulary as well as to see their reactions on songs and whether they like them as
a teaching tool. The results obtained reveal that using songs could be an effective tool for
acquiring new vocabulary, it reveals also that learners are interested in using songs in the
classroom as a teaching material, and they confirm that listening to songs help them a lot in
acquiring new vocabulary because for them songs are enjoyable and an easy way for learning
English and they wish their English teachers would use songs as tool in teaching vocabulary
or any other aspect of language |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6870 |
|
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| MSENG120134 | MSENG120134 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
|
texte integreAdobe Acrobat PDF | | |
| Titre : |
The influence of french vocabulary on learning english : Case study: first year students of english , university of constantine1 |
| Type de document : |
texte imprimé |
| Auteurs : |
Faiza Ahlem Hachichi, Auteur ; Ahmed Moumene, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2013 |
| Importance : |
79 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie électronique PDF disponible en BUC. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences FRENCH VOCABULARY LEARNING ENGLISH |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present study investigates the process of words borrowing from French into English. It examines the students‟ awareness of the existence of false friends. To assess the hypothesis of this study which postulates that if students are aware of the existence of false friends, they would improve their learning of English as a foreign language .It aims at highlighting the result of the similar items in both languages, i.e., finding out the extent of the anomalies that result from the concept of false friends. We used two means of research, a student' questionnaire and a test administered to a sample of 50 first-year students at the department of letters and English language at the University of Constantine1. After the treatment of the observed errors, the results reveal that almost all the students fall in the problem of negative language transfer from French into English. In addition, most of them are not aware of the existence of cognate words. This negative transfer is likely to occur and affect the students' learning process. On the basis of the results obtained some recommendations are suggested to students to handle such a problem. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5591 |
The influence of french vocabulary on learning english : Case study: first year students of english , university of constantine1 [texte imprimé] / Faiza Ahlem Hachichi, Auteur ; Ahmed Moumene, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2013 . - 79 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences FRENCH VOCABULARY LEARNING ENGLISH |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present study investigates the process of words borrowing from French into English. It examines the students‟ awareness of the existence of false friends. To assess the hypothesis of this study which postulates that if students are aware of the existence of false friends, they would improve their learning of English as a foreign language .It aims at highlighting the result of the similar items in both languages, i.e., finding out the extent of the anomalies that result from the concept of false friends. We used two means of research, a student' questionnaire and a test administered to a sample of 50 first-year students at the department of letters and English language at the University of Constantine1. After the treatment of the observed errors, the results reveal that almost all the students fall in the problem of negative language transfer from French into English. In addition, most of them are not aware of the existence of cognate words. This negative transfer is likely to occur and affect the students' learning process. On the basis of the results obtained some recommendations are suggested to students to handle such a problem. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5591 |
|
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| MSENG130113 | MSENG130113 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
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texte integreAdobe Acrobat PDF | | |
| Titre : |
The role of authentic aural materials on listening comprehension : Case study of second year lmd students of mentouri brothers’ university |
| Type de document : |
texte imprimé |
| Auteurs : |
Nachoua Kelkoula, Auteur ; Ahmed Moumene, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2015 |
| Importance : |
87 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie électronique PDF disponible en BUC. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Authentic Aural Listening |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Listening plays a noteworthy role in daily communication and educational settings. In spite of its importance, listening comprehension has received slight concern in language instruction. Most EFL learners seek to be as fluent as native speakers, but they face many impediments. One way to provide real language listening practice is to introduce authentic aural materials in EFL classrooms. The chief aim of this dissertation was to scrutinize the influence of aural authentic materials on learners’ listening comprehension. The secondary purpose of the study was to pinpoint the quandaries that most EFL learners face when listening to a spoken language and to indicate the impact of authentic materials on their attitudes towards learning English. The present study hypothesizes that if teachers use authentic aural materials in teaching English language, then learners’ listening comprehension will be improved. In order to achieve our aim behind this study, we adopted a descriptive method and analyzed teachers and learners’ questionnaire. The learners involved in the study were taken randomly from the English department (second year LMD students) and teachers involved were oral expression teachers from the same Department. The major findings revealed that use of authentic listening materials in EFL classrooms helped enhance the learners’ listening comprehension ability. Hence, introducing authentic listening materials in EFL classrooms seems to be crucial to improve learners’ listening comprehension |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6276 |
The role of authentic aural materials on listening comprehension : Case study of second year lmd students of mentouri brothers’ university [texte imprimé] / Nachoua Kelkoula, Auteur ; Ahmed Moumene, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2015 . - 87 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Authentic Aural Listening |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Listening plays a noteworthy role in daily communication and educational settings. In spite of its importance, listening comprehension has received slight concern in language instruction. Most EFL learners seek to be as fluent as native speakers, but they face many impediments. One way to provide real language listening practice is to introduce authentic aural materials in EFL classrooms. The chief aim of this dissertation was to scrutinize the influence of aural authentic materials on learners’ listening comprehension. The secondary purpose of the study was to pinpoint the quandaries that most EFL learners face when listening to a spoken language and to indicate the impact of authentic materials on their attitudes towards learning English. The present study hypothesizes that if teachers use authentic aural materials in teaching English language, then learners’ listening comprehension will be improved. In order to achieve our aim behind this study, we adopted a descriptive method and analyzed teachers and learners’ questionnaire. The learners involved in the study were taken randomly from the English department (second year LMD students) and teachers involved were oral expression teachers from the same Department. The major findings revealed that use of authentic listening materials in EFL classrooms helped enhance the learners’ listening comprehension ability. Hence, introducing authentic listening materials in EFL classrooms seems to be crucial to improve learners’ listening comprehension |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6276 |
|
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Exemplaires (1)
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| MSENG150066 | MSENG150066 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
|
texte integreAdobe Acrobat PDF | | |
| Titre : |
The role of cognitive learning strategies on reading comprehension : The case of first year LMD students. university of mentouri . constantine |
| Type de document : |
texte imprimé |
| Auteurs : |
Sabrina Slimani, Auteur ; Afaf Abid Chared, Auteur ; Ahmed Moumene, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2016 |
| Importance : |
91 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie électronique PDF disponible en BUC. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Studies COGNITIVE LEARNING READING COMPREHENSION |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
La présente thèse étudie le rôle des stratégies cognitives sur la compréhension en lecture des élèves à apprendre l'anglais comme langue étrangère dans le département d'anglais à l'Université de Constantine. Nous supposons donc que si les enseignants mettent en oeuvre plusieurs stratégies cognitives élèves dans la lecture d'un texte écrit, ils amélioreraient mieux leurs compétences de lecture et de compréhension. Le but de cette étude est d'étudier l'importance des stratégies cognitives et leur efficacité dans la compréhension de la lecture. Afin de tester l'hypothèse, deux questionnaires ont été utilisés: un pour les enseignants et un autre pour les étudiants de première année, deux d'entre eux appartiennent au département d'anglais à l'Université de Constantine 1. Les données obtenues à partir de ce questionnaire ont indiqué que les stratégies cognitives sont efficaces pour faciliter la compréhension et créer des lecteurs qualifiés. En outre, les résultats montrent qu'il existe une forte relation entre l'utilisation de stratégies cognitives et compréhension de la lecture. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=8931 |
The role of cognitive learning strategies on reading comprehension : The case of first year LMD students. university of mentouri . constantine [texte imprimé] / Sabrina Slimani, Auteur ; Afaf Abid Chared, Auteur ; Ahmed Moumene, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2016 . - 91 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences Studies COGNITIVE LEARNING READING COMPREHENSION |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
La présente thèse étudie le rôle des stratégies cognitives sur la compréhension en lecture des élèves à apprendre l'anglais comme langue étrangère dans le département d'anglais à l'Université de Constantine. Nous supposons donc que si les enseignants mettent en oeuvre plusieurs stratégies cognitives élèves dans la lecture d'un texte écrit, ils amélioreraient mieux leurs compétences de lecture et de compréhension. Le but de cette étude est d'étudier l'importance des stratégies cognitives et leur efficacité dans la compréhension de la lecture. Afin de tester l'hypothèse, deux questionnaires ont été utilisés: un pour les enseignants et un autre pour les étudiants de première année, deux d'entre eux appartiennent au département d'anglais à l'Université de Constantine 1. Les données obtenues à partir de ce questionnaire ont indiqué que les stratégies cognitives sont efficaces pour faciliter la compréhension et créer des lecteurs qualifiés. En outre, les résultats montrent qu'il existe une forte relation entre l'utilisation de stratégies cognitives et compréhension de la lecture. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=8931 |
|
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The role of matching teaching styles to the learners’styles in the language learning process / Safia Harouni
